Abstract

The study investigated the effect of integrative application of classroom interaction patterns on students’ cognitive achievement in Biology. The study is a quasi experimental design, specifically the pretest, posttest, non-equivalent and control group design was used. A sample of 370 SS1 students randomly drawn from six public co-educational secondary schools in Ikpoba Okha Education Zone in Edo State were used for the study. Three research questions and three null hypotheses guided the study. Teachers in the treatment group were adequately trained in both theory and integrative application of classroom interaction patterns. The instrument for data collection was Biology Achievement Test (BAT).

Published in: Canada International Conference on Education, 2018

  • Date of Conference: 25-28 June, 2018
  • DOI: 10.2053/CICE.2018.0083
  • Electronic ISBN: 978-1-908320-90-2
  • Conference Location: University of Toronto Mississauga, Canada